Teaching Phonemic Awareness and Word Reading Skills: Focusing on Explicit and Systematic Approaches

Autor/inn/en	Al Otaiba, Stephanie; Allor, Jill; Baker, Kristi; Conner, Carlin; Stewart, Jennifer; Mellado de la Cruz, Veronica
Titel	Teaching Phonemic Awareness and Word Reading Skills: Focusing on Explicit and Systematic Approaches
Quelle	(2019), (17 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Phonemic Awareness; Reading Skills; Word Recognition; Teaching Methods; Direct Instruction; Sequential Approach; Reading Difficulties; Students with Disabilities; Phonics; Word Study Skills + Suchen Sie Ihr Suchwort? Reading skill; Lesefertigkeit; Worterkennung; Teaching method; Lehrmethode; Unterrichtsmethode; Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren; Schrittfolge; Reading difficulty; Leseschwierigkeit; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Wortschatzanalyse
Abstract	For the purpose of this article within this special issue on Structured Literacy™, we were asked to address the code-focused skills of phonemic awareness and word reading. Findings from research studies converge to show that explicit and systematic instruction helps most students understand how speech sounds, or phonemes, map to letters and patterns within words, which can greatly reduce the prevalence of reading problems (e.g., Brady, 2011; Lonigan & Shanahan, 2009; National Reading Panel Report (NRP), 2000; Wanzek et al., 2013). However, challenges learning these skills are an indication of many reading difficulties, which limit students' understanding of grade-level academic material. Most (67%) of fourth grade students with disabilities read below a basic level (National Assessment of Educational Progress (NAEP, 2015). [This paper was published in "Perspectives on Language and Literacy" v45 p11-16 2019.] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01